A Comprehensive Approach to Transformative Experiences in Academic Tourism

Abstract

This study addresses the growing interest in transformative experiences in international academic tourism from a managerial and consumer perspective. While the managerial perspective focuses on delivering highly personalized experiences that profoundly impact each individual, the consumer perspective emphasizes inner transformation and personal growth. Despite recent developments in understanding transformative experiences, comprehensive empirical studies encompassing both consumer and managerial perspectives, as well as focusing on academic tourism remain limited. To fill this gap, the research conducted in-depth semi-structured interviews with international academic tourists, integrating both managerial and consumer perspectives. The study confirmed previously identified dimensions of transformative experiences and unveiled a novel facet related to intended achievements. Additionally, the findings corroborated that academic tourists undergo transformative experiences during their study abroad programs. This research contributes valuable insights to academia and the tourism industry, shedding light on the multifaceted nature of transformative experiences in the context of international academic tourism.

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Original Research
SAGE Open
April-June 2024: 1–14
ÓThe Author(s) 2024
DOI: 10.1177/21582440241255839
journals.sagepub.com/home/sgo
A Comprehensive Approach to
Transformative Experiences in
Academic Tourism
Dina Amaro
1,2
, Ana Maria Caldeira
3
, and Cla
´udia Seabra
3
Abstract
This study addresses the growing interest in transformative experiences in international academic tourism from a managerial
and consumer perspective. While the managerial perspective focuses on delivering highly personalized experiences that pro-
foundly impact each individual, the consumer perspective emphasizes inner transformation and personal growth. Despite recent
developments in understanding transformative experiences, comprehensive empirical studies encompassing both consumer and
managerial perspectives, as well as focusing on academic tourism remain limited. To fill this gap, the research conducted in-depth
semi-structured interviews with international academic tourists, integrating both managerial and consumer perspectives. The
study confirmed previously identified dimensions of transformative experiences and unveiled a novel facet related to intended
achievements. Additionally, the findings corroborated that academic tourists undergo transformative experiences during their
study abroad programs. This research contributes valuable insights to academia and the tourism industry, shedding light on the
multifaceted nature of transformative experiences in the context of international academic tourism.
Keywords
transformative experiences, transformation economy, experience economy, academic tourism
Introduction
A slow shift toward experiences that prioritize well-
being, self-realization and happiness of individuals and
society has emerged lately (Chhabra, 2021), leading
many tourism researchers to focus their attention on
innovative strategies that prioritize delivering highly per-
sonalized and meaningful experiences (Huang et al.,
2023) that potentially lead to life-changing transforma-
tions (Kirillova et al., 2017a, 2017b; Teoh et al., 2021).
Such experiences, known as transformative experiences
(Nandasena et al., 2022), have become one of the buzz-
words in recent years (Tasci & Godovykh, 2021).
Transformative experiences have primarily been inves-
tigated through two distinct research approaches
(Amaro et al., 2023). From a consumer approach, which
predominantly involves the transformative learning the-
ory (Mezirow, 1994; Taylor, 2007; Ulusoy, 2016) and
existential philosophy (Kirillova et al., 2017b; Tasci &
Godovykh, 2021) and from a managerial approach
which emerges from the concept of the economy of
experiences, introduced by Pine and Gilmore (1999).
While the consumer approach is focused on an inner-
oriented transformation experience, characterized by a
changing perspective and comprehension (transformative
learning theory) or changes in self-identity and existence
(existential transformation), the managerial approach
focuses on providing customized experiences that imply a
shift from experiences designed for the masses to experi-
ences with the potential to profoundly impact each indi-
vidual (Pine & Gilmore, 2014).
Furthermore, different types of tourism have the
potential to facilitate those transformative experiences,
with academic tourism standing out as one such type
1
CEGOT—Center of Studies on Geography and Spatial Planning,
University of Coimbra, Portugal
2
Polytechnic of Leiria, Portugal
3
Faculty of Arts and Humanities, CEGOT—Center of Studies on
Geography and Spatial Planning, University of Coimbra, Portugal
Corresponding Author:
Dina Amaro, CEGOT—Center of Studies on Geography and Spatial
Planning, University of Coimbra, Coimbra 3004-504, Portugal.
Email: dina.amaro@ipleiria.pt
Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License
(https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of
the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages
(https://us.sagepub.com/en-us/nam/open-access-at-sage).

(Brown, 2009; Chwialkowska, 2020; Grabowski et al.,
2017; Zhao & Agyeiwaah, 2023), due to its distinctive
characteristics.
Defined as students who engage in ‘‘any stays made in
Higher Education Institutions (HEI) in places outside their
usual environment for less than 1 year, the main objective
of which is to complete degree-level studies in universities
and/or attending language courses organized by these cen-
tres’’ (Rodrı´guez et al., 2012, p. 1583), academic tourists
stay longer in the host destination, have a comprehensive
exploration of the destination before departure, interact
with locals, and frequent travels with friends, family mem-
bers, or fellow foreign students (Gardiner et al., 2013;
Kosmaczewska & Jameson, 2021; Tomasi et al., 2020).
Consequently, it is not surprising that such tourists
undergo life-changing transformations during their aca-
demic and tourist journey.
Hence, for approximately 2 decades, researchers have
examined transformation in the context of various
experiences (e.g., Brown, 2009; Coghlan & Weiler, 2018;
Fu et al., 2015; Kirillova et al., 2017a, 2017b, 2017c;
Lean, 2009, 2012), namely focused on academic tourism
(Brown, 2009; Cavender et al., 2020; Chwialkowska,
2020; Grabowski et al., 2017; Young et al., 2017).
Nevertheless, studies that cover a comprehensive over-
view of the transformative experiences from a consumer
and managerial approach that can efficiently be mea-
sured remain sparse. Indeed, scales have been developed
recently to understand the multidimensional nature of
transformation (Soulard et al., 2020; Tasci & Godovykh,
2021) and measure its triggers, process, and outcomes,
from the consumer perspective (Amaro et al., 2023).
However, until now, as far as is known, none of them
encompasses transformative experiences that arise within
the background of the economy of experiences of Pine
and Gilmore (1999), related to the managerial perspec-
tive (Amaro et al., 2023). Furthermore, none of them
were designed for academic tourism.
To this end, considering the complementary nature of
these approaches (Amaro et al., 2023), this study aims to
address this research gap by operationalizing the concept
of transformative tourism experience through the inte-
gration of both approaches and the identification of their
core dimensions within the context of academic tourism.
Thus, a qualitative study will be conducted, using in-
depth semi-structured interviews with academic tourists
hosted in Portugal. Subsequently, a conceptual frame-
work will be also proposed, aiming to contribute valu-
able perspectives for the development of meaningful and
transformative experiences that emphasize the promo-
tion of academic tourism.
This paper is structured as follows: firstly, relevant lit-
erature related to transformation travel experiences will
be analyzed. An overview of academic tourism will be
also reviewed. Secondly, the interview procedure, sam-
pling, and data collection will be explained in the metho-
dology section. Thirdly, the findings and their related
discussion will be presented, as well as a conceptual
framework. Finally, conclusions will be provided with
relevant policy recommendations.
Theoretical Background
Transformative Tourism Experiences
Transformation can be defined as ‘‘a process of change
in an individual’s self (self-confidence, personality, out-
look on life, and others) and actions (conation) triggered
by cognitive and affective stimulation from a significant
experience; cognition being opinions, thoughts, and
beliefs about self and the environment, affect being emo-
tional reactions to self and the environment, and cona-
tion being behavioral intentions about self and the
environment’’(Tasci & Godovykh, 2021, p. 12).
Therefore, there is no denying the potential of tourism
to bring about transformation (Lean, 2009). This has led
several authors to research transformative experiences
within the tourism sector (Amaro et al., 2023; Nandasena
et al., 2022; Pung et al., 2022; Soulard et al., 2019; Tasci
& Godovykh, 2021; Zhao & Agyeiwaah, 2023) with the
aim of supporting tourist stakeholders to design and
develop more impactful, meaningful, and potentially
transformative tourism experiences.
Drawing from the significant contributions of Packer
and Ballantyne (2016), two different approaches can be
identified to analyze these experiences in recent years
(Amaro et al., 2023). According to their conceptual
scheme (Packer & Ballantyne, 2016, p. 134), the subjec-
tive lived experience can be viewed as a service associated
with the management of environments and external fac-
tors or as a product tied to the potential individual bene-
fits it can yield.
Hence, research on transformative tourism experiences
has occurred through an exploration of the supply aspect,
which is linked to a managerial standpoint (Custo
´dio
Santos et al., 2020), within the context of the experience
economy (Pine & Gilmore, 1998). Additionally, they have
been investigated from a product standpoint associated
with the consumer perspective, situated within the domain
of transformation experience theories.
Indeed, from a managerial perspective, it is crucial for
tourist providers to design and offer highly customized
experiences in the era of the transformation economy,
which is focused on how highly personalized experiences
can transform consumers (Pine & Gilmore, 1999, 2014).
These experiences can be meaningful and potentially life-
changing, especially considering that consumers are seek-
ing deeper engagement when purchasing services such as
travel or entertainment (Lemon & Verhoef, 2016).
2SAGE Open

By customizing an experience, as Pine and Gilmore
(2000) suggest, it is possible to turn it into a transforma-
tion, implying a shift from experiences meant for many
to experiences capable of profoundly impacting an indi-
vidual’s life (Chirakranont & Sakdiyakorn, 2022; Soulard
et al., 2019). This requires a thorough understanding of
what tourists want to achieve with their travel experience,
identification of barriers to overcome, integration of solu-
tions based on customized support, and charging for
transformational outcomes (Bettencourt et al., 2022).
Moreover, creating a truly transformative experience
requires an in-depth understanding of how inner trans-
formation can occur and which specific activities or
events may establish exceptional conditions for cognitive
and affective stimulations to trigger a change in oneself
and in tourist behavior (Tasci & Godovykh, 2021).
To do so, transformative tourism experiences should
also be analyzed from a consumer point of view, as an
inner perspective. These experiences have mostly been
framed by transformative learning theory and existential
philosophy (Zhao & Agyeiwaah, 2023).
Transformative learning theory, originally based on a
ten-stage process of transformative learning involving a
critical examination of one’s assumptions and a shift in
perspectives (Mezirow, 1994), is described as a form of
learning that modifies negative mental models, rendering
them more empathetic, open-minded, and introspective
(Mezirow, 2003). Thus, individuals alter their beliefs by
engaging in a process that includes a disorienting
dilemma (often perceived as a personal crisis or life chal-
lenge [Mezirow, 2000]), engaging in critical
self-reflection, exploring different viewpoints, under-
going a transformation in perspective, conceptualizing,
applying, internalizing, and acting.
The existential philosophy examines the transforma-
tional experience by looking at it through an existential
perspective, suggesting that individuals undergo change
during a profound, emotionally charged moment charac-
terized by a sense of transcendence (Kirillova et al.,
2017a). In contrast to the transformative learning theory,
transformation typically takes place during a peak
moment, often arising after confronting difficult circum-
stances or when individuals engage with unconventional,
unique places, individuals, or activities (Reisinger, 2013).
Indeed, transformation may occur on any journey, as
long as some specific events trigger the change in self and
in behavior (Tasci & Godovykh, 2021). These triggers have
been identified and categorized into two groups in the liter-
ature (Tasci & Godovykh, 2021): (i) the novelties and gains
group, related to positive triggers. Learning more about
the way the residents live (Brown, 2009), a new cultural
setting (Brown, 2013; Pung, Gnoth et al., 2020; Kirillova
et al., 2016), connecting with others in a meaningful way
(Pung & Del Chiappa, 2020), liminality (Pung, Gnoth
et al., 2020), and long stays (Pung, Gnoth et al., 2020) are
some examples of those positive triggers. (ii) the toils and
pains group, concerning negative triggers. Examples of
negative triggers include culture shock (Lean, 2009) and
difficulties encountered at the destination (Coghlan &
Weiler, 2018; Pung, Gnoth et al., 2020).
After transformation occurs, the shift in oneself can be
viewed from both a psychological and physical perspec-
tive, encompassing internal personal changes such as
enhancing self-belief (Brown, 2009), and experiencing a
sense of tranquillity and empowerment (Yang et al.,
2018). It can also entail alterations in one’s identity
(McWha et al., 2018). Alternatively, it can be seen from a
knowledge and societal change standpoint, leading to
external implications for society, including acquiring new
activities or skills (Laing & Frost, 2017; Walter, 2016).
Behavioral changes arise as a result of the transforma-
tion process triggered by transformative tourism experiences
(Coghlan & Weiler, 2018; Ulusoy, 2016). This involves
embracing new behaviors, such as altruism, sustainability,
or environmental consciousness, reaffirming the positive
outcomes of transformation documented in earlier research
(e.g., Kirillova et al., 2017a, 2017b, 2017c; Pung, Gnoth
et al., 2020). For instance, Pung, Yung et al. (2020)
employed a tourist transformation model through a dual
ethnographic approach in youth travel, identifying altera-
tions in interpersonal relationships, advancements in career
opportunities, promotion of pro-environmental behaviors,
and societal impacts. In turn, Tasci & Godovykh (2021)
classified these behavioral changes into categories such as
eudaemonic tendencies (such as adopting new initiatives,
demonstrating greater environmental awareness, or spend-
ing more time in nature), gregarious tendencies (such as
spending more time alone or considering a career change),
and regression to basics (such as seeking to meet new peo-
ple, making new friends, or pursuing new hobbies).
Academic Tourism as a Transformative Experience
Academic tourism has seen a notable rise in recent years,
primarily due to the focus on the internationalization of
higher education in the last quarter-century (Knight & de
Wit, 2018) and the increasing number of students choos-
ing for international study opportunities (OECD, 2021).
Nevertheless, not all the students who choose to study
in a foreign country are considered tourists, once according
to the UNWTO (2010, p. 20), only students ‘‘taking short-
term courses (less than 1 year) are visitors,’’ that is, they
are considered in tourism statistics, ‘‘whereas those taking
long-term courses (1 year or more) should be considered
within their usual environmentintheirplaceofstudyand
be excluded from visitors’’ (UNWTO, 2010, p. 20).
Therefore, individuals pursuing 1-year postgraduate
programs abroad, students engaging in study abroad
Amaro et al. 3

exchange initiatives, and those participating in short-
term mobility programs can all be classified as tourists
(Selby, 2021).
Different terms have been used in literature when refer-
ring to students travelling for educational purposes, such
as educational tourism, edu-tourism, educational travel,
or academic tourism (Lam & Ariffin, 2019; McGladdery
& Lubbe, 2017; Ritchie, 2003; Tomasi et al., 2020).
To specifically define those who travel for formal
study, the term ‘‘academic tourism’’ emerged, reflecting
the internationalization of higher education and creating
a significant sub-sector within the tourism industry that
revolves around educational pursuits (Lam & Ariffin,
2019; Tang, 2020). Hence, for this research, the term
‘‘academic tourism’’ will be used within the broader con-
text of educational tourism (Rodrı
´guez et al., 2012). The
term ‘‘academic tourism’’ refers to those who travel for
formal study purposes, for less than a year. It is consid-
ered ‘‘international academic tourism’’ when, in this con-
text, students travel to educational institutions abroad.
This term not only mirrors the increasing internationali-
zation of higher education but also highlights a signifi-
cant and growing sub-sector within the tourism industry
centred on educational pursuits (Lam & Ariffin, 2019;
Tang, 2020). Hence, in this research, ‘‘academic tourism’’
is employed within the wider framework of educational
tourism, specifically referring to international academic
stays at higher education institutions (Rodrı
´guez et al.,
2012), for less than a year.
Considering some of the distinct characteristics of aca-
demic tourism, such as consumption patterns being more
akin to those of local residents, and accommodations
mainly comprising shared apartments, family dorms, and
student residences (Rodrı
´guez et al., 2012), it becomes
evident that students often have longer stays, explore the
host country more extensively before departure, interact
with locals, and frequently travel with friends, family
members, or fellow foreign students (Gardiner et al.,
2013; Kosmaczewska & Jameson, 2021; Tomasi et al.,
2020). Due to these aspects, academic tourism emerges as
a type of tourism that is highly conducive to transforma-
tions (Brown, 2009; Chwialkowska, 2020; Grabowski
et al., 2017; Zhao & Agyeiwaah, 2023). Indeed, by facing
challenges at the host destination, leaving their comfort
zones on several levels, and being exposed to novel envir-
onments and cultural contexts (Chwialkowska, 2020;
Roberson, 2018), academic tourists are more likely to
have a memorable, transformative experience (Cavender
et al., 2020; Roberson, 2018). Moreover, the impact of
studying abroad extends beyond the experience itself.
Upon returning home, students may find themselves
more engaged with their community and have a deeper
understanding of themselves through cross-cultural inter-
actions (Grabowski et al., 2017) as well as a deep cultural
competency and experiential learning (Biber, 2020). This
shift in perspective, awareness, and worldview can lead to
profound insights (Grabowski et al., 2017).
In light of the aforementioned points, this study aims
to fill a research gap concerning the lack of empirical
studies that explore transformative tourism experiences
(Tasci & Godovykh, 2021), through a comprehensive
overview of these experiences from both a consumer and
managerial perspective (Amaro et al., 2023).
Recently, scales have been developed to understand the
multidimensional nature of transformation (Soulard et al.,
2020; Tasci & Godovykh, 2021) and measure its triggers,
process, and outcomes from the consumer standpoint
(Amaro et al., 2023). However, studies focusing on trans-
formativeexperienceswithinthebackdropofPineand
Gilmore’s (1999) experience economy from a managerial
perspective (Amaro et al., 2023) remain scarce.
Furthermore, none of these studies were specifically tai-
lored for academic tourism to explore the primary achieve-
ments, triggers, and outcomes associated with this type of
tourism.
Considering the complementary nature of these
approaches (Amaro et al., 2023), this study seeks to
address this research gap by operationalizing the concept
of transformative tourism experiences through the integra-
tion of both approaches and identifying their fundamental
dimensions within the context of academic tourism.
Methodology
Addressing the aforementioned research gap, this study is
based on the transformation economy (Pine & Gilmore,
2014) as a conceptual underpinning and the scales of
Soulard et al. (2020) and Tasci and Godovykh (2021).
Thus, a deductive thematic analysis (Braun & Clarke
2006) was used through a qualitative research method
using individual in-depth semi-structured interviews.
Data Collection
For this study participants were selected through non-
probability snowball sampling, seeking interviewees of
different nationalities, ages, and genders, to provide het-
erogeneity of experiences (Palinkas et al., 2013).
Fifteen academic tourists, enrolled in Portuguese univer-
sities, were selected as participants for the interview (Table
1). This selection aimed to create a sample capable of pro-
viding in-depth and contextually relevant information
regarding academic tourism and transformative experi-
ences within the Portuguese university setting. As recom-
mended by Nyumba et al. (2018), there is a widespread
consensus that a participant range of six to eight individu-
als is considered acceptable for qualitative studies.
4SAGE Open

A semi-structured interview guide was developed,
based on relevant literature, particularly the works of
Soulard et al. (2020), Tasci and Godovykh (2021), and
the transformation economy concept by Pine and
Gilmore (2014). This guide was further validated by
experts and employed during the interviews. Thus, four
interview questions were made: (i) What did academic
tourists aim to achieve with their experience abroad? (ii)
What significant changes did academic tourists undergo
during their experience abroad? (iii) What opinions,
thoughts, and beliefs about themselves, and what emo-
tions and feelings did academic tourists wish to share
during their trip? (iv) What changes have academic tour-
ists noticed in themselves and their behavioral intentions
as a result of these experiences abroad?
Fifteen interviews were conducted in English, Spanish
or Portuguese, depending on the language of the aca-
demic tourists, using the Zoom video conferencing plat-
form. The audio for each interview was recorded on the
moderator’s (first author’s) computer and transcribed
manually. To safeguard the participants’ privacy, per-
sonal names were not used in this paper.
Each session varied in duration, typically lasting
between 40 and 60 minutes, depending on the depth of
information provided by the participants regarding their
transformative experiences in the host country. All these
sessions were conducted within the timeframe of July to
October 2022. The concept of saturation, as defined by
Hennink et al. (2019), pertains to the point in data col-
lection when similar ideas are repeatedly encountered,
rendering further data collection unnecessary.
Data Analysis
To commence the analysis of participant responses, all
interview transcripts were inputted into QSR NVivo 12,
a software for managing and analyzing qualitative data
(Bazeley & Jackson, 2013). The data analysis adhered to
a directed content analysis approach, which involves
using existing theories to inform the initial coding scheme
or the relationships between codes (Hsieh & Shannon,
2005). NVivo software facilitated comprehensive analy-
sis, strengthened interpretations, and addressed concerns
related to validity.
Firstly, each item was categorized into distinct groups
of achievements, triggers of transformation, feelings in the
experience, changes and gains in the experience, and beha-
vior transformation, according to the literature reviewed.
Codes that exhibited similarity and conveyed specific
themes were then consolidated into related groupings.
Any additional codes were preserved in a separate
category and considered in a new theme based on their
similarities and distinctions. New codes were compared
to current themes to see how well they fit.
Findings
Considering the different approaches to transformative
experiences identified in the literature, 41 items categor-
ized under four dimensions were analyzed: Intended
achievements, based on managerial perspective, sup-
ported by the economy of experiences and the transfor-
mation economy (Bettencourt et al., 2022; Pine, 2019);
triggers, process, and outcomes, based on the consumer
perspective, aligned with the recent scales of Soulard
et al. (2020) and Tasci and Godovykh (2021).
Intended Achievements of Academic Tourists
The academic tourists were asked about what they
expected to achieve with their experience abroad. This
information can help tourist and educational providers
focus on customizing experiences and providing greater
value to their academic tourists through transforma-
tional experiences (Pine, 2019). Most importantly, it can
help them focus on their success, supporting them in
achieving their desired results (Bettencourt et al., 2022).
Personal Growth. Related to personal growth, most aca-
demic tourists were focused on knowing a new country
and culture, and travelling and having new experiences:
There’s a phrase from a university I visited that says: it’s bet-
ter to know things as they really are than to imagine how
they would be. This sentence motivated me a lot to get to
know new cultures. (I11)
A similar opinion was also expressed by another intervie-
wee: ‘‘I aimed to get to know a new country, as well as its
culture. As a balance, I can say that I really enjoyed the
culture, the food of Portugal and above all its safety.’’ (I3).
Table 1. Interviewees’ Profile.
Interviewees Description
I1 Male, 22 years, Ecuadorian
I2 Male, 23 years, Ecuadorian
I3 Male, 24 years, Ecuadorian
I4 Male, 23 years, Ecuadorian
I5 Female, 22 years, Ecuadorian
I6 Female, 22 years, Ecuadorian
I7 Male, 24 years, Brazilian
I8 Male, 27 years, Brazilian
I9 Male, 27 years, Italian
I10 Female, 22 years, Mexican
I11 Male, 20 years, Cuban
I12 Male, 28 years, Cameroonian
I13 Male, 25 years, Moroccan
I14 Female, 45 years, Angolan
I15 Male, 25 years, Spanish
Amaro et al. 5

Interestingly, some students did not define any goal
but stressed the country, the culture, and the experience
of living in a different country:
When I came to Portugal, I didn’t think about my achieve-
ments. I was more intent on having an Erasmus experience,
and not precisely in Portugal [.], so, I just wanted to under-
stand how it was living in another country, talking another
language, understanding other cultures, and maybe under-
standing if I can live outside Italy 1 day. (I9)
Another important achievement mentioned by some
academic tourists was to have a better life and improve
life quality: ‘‘I came to Portugal to have a better future, to
have more security and a better quality of life’’ (I10).
Still related to personal growth, growing as a person
and increasing independence were other achievements
mentioned by academic tourists: ‘‘When I decided to have
an experience abroad, I was interested in living on my own
and learning to be more open-minded, socializing and try-
ing to be more confident of myself’’ (I15).
Educational and Professional Development. With regard to
educational and professional development, experiencing
different styles of education and enhancing the value of
the degree was the most mentioned intended achieve-
ment. Indeed, the quality of education was highlighted
by some students: ‘‘I had already heard a lot about the
quality of education in Portugal and the opportunity arose’’
(I14) as well as the need to study in a different educa-
tional approach: ‘‘My intention was to further my studies
and get a master’s degree abroad’’ (I14).
Experience abroad was found to provide sufficient
opportunities for academic tourists focused on improving
worldwide work opportunities or getting qualified work,
in order to have a better future due to this experience:
‘‘When I came to Portugal, I expected to study to get a job
in my area. I am not very interested in doing research’’ (I12).
Acquiring knowledge and new skills such as another
language was noted by these academic tourists. For
instance: ‘‘I would like to improve my English since in
Portugal there were many European students on the uni-
versity campus’’ (I3).
Finally, making new friends around the world and
strengthening their network was also stated by these aca-
demic tourists: ‘‘I was more intent on having an Erasmus
experience [.] to socialize as much as possible and go
outside my comfort zone to understand other cultures,
speak English, and understand others’’ (I9).
Triggers Experiences of Academic Tourists
From an inner perspective, educational and tourist provi-
ders should identify which activities or events can trigger
those experiences that can be potentially transformative
and life-changing for academic tourists. To do so, aca-
demic tourists were asked about what caused a signifi-
cant change in them with their experience abroad.
According to Tasci & Godovykh (2021), transforma-
tive travel experiences can be categorized into two
groups: the positive ones linked to novelties and gains
and the negative ones in toils and pains.
Novelties and Gains. Within the novelties and gains, being
immersed in a new cultural context or engaging in cul-
tural activities was the trigger most frequently cited by
academic students, while travelling. Indeed, exposure to
the cultural context of the host country or region allowed
a better understanding and knowledge about the resi-
dents’ lifestyle and the opportunity to have a culturally
enriching and meaningful experience that would be
transformative.
One of the most remarkable quotes was as follows:
The fact of being equally inserted in this culture made me
feel part of the country. An example that I would like to
share and that was one of the most remarkable experiences
was my participation in the program ‘‘Be a host at a
Portuguese family’’ at Christmas, which consisted of spend-
ing 2 days living with Portuguese families. In my case, I
thought it was very nice what my family did to me by wel-
coming me and making me feel as if I belonged to that fam-
ily. They really treated me as if I were their daughter. I am
still in contact with that family. (I5)
Also, building meaningful connections and interactions
with others, such as with local people, fellow travellers,
or new friends, was another often-cited trigger. A repre-
sentative quote regarding the interaction with local peo-
ple while travelling is the following:
I had the chance to meet some residents and it was great.
Especially in the Azores, I met a woman who welcomed me
in an extraordinary way. She made us feel at home, she
made my trip so pleasant! [.] She was lovely and it was one
of the key moments I have lived in Portugal! (I13)
Also, other academic tourists shared their meaningful
connections as a life-changing experience. For instance:
‘‘The experiences that most influenced me had to do with
the people I met. I realized that we live in a very different
world and that learning a lot from everyone is possible.’’
(I4).
By engaging in self-improvement activities, particu-
larly learning new languages or participating in physical
activities, for instance, wellness can also be a positive
trigger to lead to a transformative experience. In aca-
demic tourism, learning a new language was one of the
mentioned self-improvement activities: ‘‘For me, it was
6SAGE Open

very important to learn a new language. That makes me
feel more confident to make new friends and be a more
open person’’ (I10).
Toils and Pains. Within the toils and pains group, over-
coming challenges faced at the destination (such as living
alone, adapting to the new educational system, or learn-
ing to live by themselves) was the most important trigger
of transformation for those academic tourists, especially
if resulting from confronting suffering. Since academic
tourists are students as well who are living alone for a
period of their lives in a different country (some of them
for the first time), overcoming challenges was constant.
This was clearly shown by most of the student reports.
For instance:
One of the experiences that most changed me was the oppor-
tunity to live alone, the adversities that we must face. Even
the possibility of getting sick! We must learn to deal with it
ourselves. All of this becomes a bad experience and at the
same time a good one because it makes us grow and learn to
deal with different feelings. (I7)
During my experience, I can say that the first 3months were
very complicated. Having to get used to living alone, having
to be autonomous. It wasn’t easy at all. But that experience
gave me more confidence in myself. (I5).
Facing problems like injuries, crime, losses, and espe-
cially bureaucracy was stated by other students: ‘‘I’ve had
good experiences and some not-so-good. The fewer good
ones were tied to the bureaucracy. So, it was something
very annoying that took me a lot of patience’’ (I8).
Transformation Process of Academic Tourists
Considering that transformation is a process of change
caused by the cognitive and affective stimulation of a
meaningful experience, the third question for the inter-
viewees was about their opinions, thoughts, and beliefs
on self (cognition), and their feelings and emotions dur-
ing the trip (affection).
Cognitive Stimulation. Related to cognitive stimulation,
most of the answers involved changes in thoughts and
feelings. Regarding positive cognition stimulation, aca-
demic tourists highlighted confidence and pride in them-
selves: ‘‘I felt proud of myself knowing that I overcame
many challenges, such as travelling alone, going out, soar-
ing alone without depending on anyone else (I1), as well as
the freedom and safety, that contributed a lot to improv-
ing their experiences and achievements: ‘‘The feeling of
security is really one of the best experiences we can have.
And that marks us a lot, especially when things start to
weigh on us’’ (I7); ‘‘The fact that I wasn’t afraid that my
cell phone would be stolen, there were no robberies, I didn’t
have to look around, allowed me to feel free and calm.’’
(I8). Also, the sensation of peace and tranquillity was
mentioned by students during their trip: ‘‘In Portugal,
there are so many beautiful things and so many things that
are easy that you want to just enjoy. I learn here to enjoy
the simple things right now’’ (I13).
Affective Stimulation. Regarding the stimulation of positive
affective, academic tourists emphasized happiness:
‘‘Portugal makes doing simple things happen, like going to
the beach, going to restaurants, having a coffee by the
ocean. These are simple things but so joyful that they
make me feel happy and think I want to spend those beau-
tiful moments in my life’’ (I12).
In turn, regarding the stimulation of negative cognition,
academic tourists underscored disorientation and isola-
tion, important thoughts and emotions that describe the
dilemma of disorientation: ‘‘Being alone and far away from
home was challenging. When you don’t feel good you have
to find a way by yourself. It’s difficult emotionally speaking
but it’s totally worth it because you can grow’’ (I9).
Also, the feeling of sadness was well mentioned: ‘‘For
me, it is important to have people by our side in the most
difficult and sad moments. Because, we have a lot of bad
moments.’’ (I6).
Finally, it should be noted that these academic tourists
have been transformed throughout their experience
abroad: ‘‘I felt that my experience was a process. A learning
process. And that is only possible when you live alone. When
you need to overcome a lot of challenges. Now I can get by
in any language, in any country, with anyone. I’m not afraid
to go anywhere’’ (I7); ‘‘We don’t change from one day to
another. But you are forced to be yourself, to grow up, to
open your mind, and explore the world. And more impor-
tantly, I understood that I can overcome challenges’’ (I9).
Outcomes of Transformation of Academic Tourists
After the transformation takes place, it’s possible to
identify the results of this transformation, referred to as
changes or gains (Teoh et al., 2021), as well as the subse-
quent behavioral changes that will emerge as a conse-
quence of this transformation. Hence, a final question
was asked to students related to changes in themselves
and their behavioral intentions resulting from these
abroad experiences.
Changes and Gains. Concerning the outcomes of transfor-
mation, referred to as changes or gains, four distinct out-
comes were discerned. From the standpoint of internal
personal change, these include (i) psychological change;
(ii) physical change. From the viewpoint of external
Amaro et al. 7

societal implications, they encompass: (iii) knowledge
change; and iv) social change (Teoh et al., 2021).
The biggest changes were registered in the psychologi-
cal field and were related to the increase in self-
confidence (‘‘I also realized that I am brave when I need
to be’’; I11), the assumption of more responsibility for
actions (‘‘In Portugal, I became more responsible, tidier’’;
I1), and the realization that everything is possible (‘‘Irea-
lized that I can achieve my goals when I set myself to do
it. I had several examples in my personal and academic life
in Portugal that proved to myself that I am capable’’; I10).
Another psychological change emphasized by aca-
demic tourists was the sense of empowerment: ‘‘I under-
stood that I can overcome challenges. And if I really want,
I can change everything.’’
Different eating and sports habits were the main phys-
ical change underlined by academic students, despite not
being so positive: ‘‘Something less positive has to do with
sport. In Ecuador, I did a lot of sports. Here I don’t have
so much determination. My diet has also changed a lot. In
Ecuador, I ate more healthily’’ (I6).
The perspective of social and knowledge change per-
tains to consumers’ attitudes toward other individuals
and can potentially impact their social environments as
they encourage tolerance and open-mindedness toward
others (Teoh et al., 2021). Thus, for instance, this per-
spective includes the development of tolerant attitudes
and awareness of others. Indeed, as almost all students
highlighted the immersion in a new cultural context as a
trigger of their transformative experience, it is under-
standable that, as a result of their experience abroad,
they not only change their perception of the world but
also develop tolerant attitudes and acceptance of new
practices, allowing them to become global citizens and
enhance their employability through the acquisition of
culture-specific skills:
I thought I was an open-minded person, but now I really
learned to be more tolerant and to respect the cultures of
others. (I10)
Also to be highlighted was the development of new
knowledge of better lifestyles or skills. For instance, a
student mentioned ‘‘I hope to be more respectful of other
people’s rights. Here in Portugal, everyone respects the
queues and the crosswalks. The Portuguese are more
polite. So, I have learned from them’’ (I6). Also, a change
in pro-environmental behavior was stated: ‘‘In terms of
behavior, I also changed in some way. Some examples
are the separation of waste that I started to do, as well as
punctuality.’’
Finally, and coming as no surprise, some students high-
lighted that they had ‘‘a life-changing experience’’ (I13) or
‘‘changed a lot’’ with their experience abroad (I12).
Behavioral Transformation. According to Tasci & Godovykh
(2021), behavioral changes can be grouped into three fac-
tors: eudaemonic tendencies, gregarious tendencies, and
regression to basics.
Related to eudaemonic tendencies, academic tourists
mentioned the desire to adopt and encourage pro-
environmental behaviors, to be more solidary and help-
ful, and to take new initiatives.
The desire to be more solidary and helpful was
expressed by students who witnessed some initiatives
promoted by the local community and will serve as an
example for their future behaviors.
The mobilization of the Portuguese and European people in
relation to Ukraine was something that touched me a lot. I
hope to be more solidary in the future with this learning (I14).
Furthermore, the desire to adopt and encourage pro-
environmental behaviors or to take new initiatives was
also underlined by students, especially those from Latin
American countries:
With my experience in Portugal, I learned a lot regarding recy-
cling waste and the environment. [.]WheneverIwillreturn
to Ecuador, I will try to influence my family and friends with
these behavior changes, even if it will not be easy. (I3)
Concerning gregarious tendencies, academic tourists
underscored the desire to influence the behavior of oth-
ers (‘‘I would like to be an example to the people around
me that it is possible to do something bigger. Influencing
to change behavior for the better, such as being more
respectful in society’’; I7), and to seek to meet new people
(‘‘Probably in the future, I would like to meet more people
and places knowing how much I learned and changed by
being in contact with different people’’; I8).
With regard to regression to basics, the desire to
spend more time off to enjoy life and to start to value
the simple things in life were the main change behaviors
reported by students: ‘‘The simplicity of life in Portugal
was so remarkable to me that I expected to value special
and simple moments in my life’’ (I13).
Nevertheless, despite these students’ feedback, the
validation of transformative behaviors is believed to
occur only when students return home and witness the
behavior changes they have undergone throughout their
academic journey (Tasci & Godovykh, 2021).
Discussion
Transformative Travel Experiences for Academic Tourists
This study drew upon the contributions of Packer and
Ballantyne (2016) to explore the different approaches
8SAGE Open

that can be identified in the literature related to transfor-
mative tourism experiences.
Therefore, from a managerial perspective, underpin-
ning the economy of experiences and the transformation
economy, the intended achievements of academic tourists
were identified. Indeed, it is crucial to deeply understand
what tourists aim to achieve with their travel experiences,
to enable the design and delivery of highly customized
experiences. Thus, this study reveals that academic tour-
ists aim mainly to achieve personal growth, educational
and professional development, and enhanced quality of
life. Previous studies (do Amaral et al., 2022; U
¨rer Erdil
et al., 2021; Wolf et al., 2017) have shown that these
aspirations are supported by desires to grow as individu-
als, gain independence, experience new cultures and
travel, acquire new knowledge and skills, and expand job
opportunities. Additionally, academic tourists value the
opportunity to experience different styles of education
and enhance the value of their degrees, as documented in
previous studies (Amaro et al., 2019; Maringe & Carter,
2007; Wilkins et al., 2012).
From a consumer point of view, as an inner perspec-
tive, and mostly framed by transformative learning the-
ory and existential philosophy (Zhao & Agyeiwaah,
2023), triggers, processes, and outcomes aligned with the
recent scales of Soulard et al. (2020) and Tasci and
Godovykh (2021) were also identified. Within the realm
of triggers, various activities or events were recognized
as potential catalysts for transformative and life-
changing experiences among academic tourists. These
encompass positive experiences linked to novelties and
gains, as well as negative ones involving challenges and
hardships (Tasci & Godovykh, 2021). These include
building deep connections and interactions with others
(Country et al., 2016; Kirillova et al., 2016, 2017b; Pung
& Del Chiappa, 2020; Tasci & Godovykh, 2021), enga-
ging in self-improvement activities (Fu et al., 2015; Tasci
et al., 2021), immersing themselves in a new cultural con-
text (Noy, 2004; Ulusoy, 2016), facing challenges and
solving problems (Coghlan & Weiler, 2018; Pung & Del
Chiappa, 2020; Tasci & Godovykh, 2021).
Regarding the transformation process experienced by
academic tourists, considering transformation as a
change process prompted by cognitive and affective sti-
mulation through meaningful experiences, this study
revealed that most of the answers involved changes in
thoughts and feelings, in line with other researchers
(Coghlan & Weiler, 2018; Fu et al., 2015; Lean, 2009;
Kirillova et al., 2017a, 2017b), such as confidence, pride,
safety, happiness, or surprise (Laing & Frost, 2017;
Soulard et al., 2020; Tasci & Godovykh, 2021), or disor-
ientation and isolation (Coghlan & Gooch, 2011).
This study also found that academic tourists have
been transformed through their experience abroad, in
line with what is advocated by transformative learning
theory (Mezirow, 1994; Soulard et al., 2019; Wolf et al.,
2017). This mentions that transformation may occur
through a disorienting dilemma, introspection, resolu-
tion through the exploration of new actions, and the
acquisition of new skills, attitudes, and beliefs (Mezirow,
1994; Wolf et al., 2017).
Concerning the outcomes of transformation, com-
monly referred to changes or gains (Teoh et al., 2021),
this study confirms that academic tourists recognized
psychological changes in themselves (supporting the
studies of Brown, 2009; McWha et al., 2018; Soulard
et al., 2020; Tasci & Godovykh, 2021; Wolf et al., 2017;
Yang et al., 2018), as well as physical changes (in line
with Dillette et al., 2019), social changes, and knowledge
changes (corroborating the studies of Brown, 2009;
Laing & Frost, 2017; Tasci & Godovykh, 2021).
Some behavioral changes were also identified, which
were grouped into three factors: eudaemonic tendencies,
gregarious tendencies, and regression to basics (Tasci &
Godovykh, 2021). The desire to be more supportive and
helpful, as stressed by Grabowski et al. (2017), the desire
to adopt and encourage pro-environmental behaviors, in
line with Pung, Gnoth et al. (2020) and Wolf et al.
(2017), and the desire to influence the behavior of others,
supporting the findings of Tasci et al. (2021), were some
of the examples highlighted by academic tourists in this
study.
Conceptualizing Transformative Experiences in Academic
Tou ri sm
Based on the findings of this research, a conceptual
framework shown in Figure 1 is proposed. This frame-
work represents the implementation of transformative
tourism experiences by combining both managerial and
consumer approaches and identifying their key dimen-
sions within the academic tourism context.
Thus, educational and tourism providers need to first
understand what academic tourists want to achieve with
their experience abroad (Bettencourt et al., 2022), based
on their desire for personal growth and educational and
professional development, to offer highly tailored experi-
ences that can be transformative for them (Pine &
Gilmore, 1999, 2014).
Secondly, by building memorable touchpoints that
evoke emotion, educational and tourist providers should
identify which activities or events can trigger those
experiences that can be potentially life-changing for aca-
demic tourists, taking into consideration those identified
in this study.
This process requires a shift toward customization,
moving from the creation of memorable experiences for a
broad audience to crafting experiences capable of
Amaro et al. 9

transforming someone’s life (Chirakranont &
Sakdiyakorn, 2022; Kirillova et al., 2016; Soulard et al.,
2019).
These transformative tourism experiences may mani-
fest as peak experiences (Kirillova et al., 2016, 2017a)
linked to existential philosophy or a disorienting
dilemma, self-reflection, a commitment to trying new
things, and the cultivation of new abilities, attitudes, and
beliefs, in line with transformative learning theory
(Mezirow, 1994; Soulard et al., 2019; Wolf et al., 2017).
For that purpose, educational and tourism providers
should give opportunities to academic tourists to reflect
on their experiences abroad and give support for cogni-
tive and affective stimulations (such as confidence, disor-
ientation, isolation, pride, safety, happiness, or surprise)
that facilitate their change in attitudes and behaviors.
Once transformation occurs, the outcomes of trans-
formation, referred to as changes or gains (Teoh et al.,
2021), as well as the subsequent behavioral transforma-
tion that will result from this change, can be pointed out.
At the end of the experience, it will be important for
providers to make a balance between the achievements
academic tourists would like to reach at the beginning of
their experience abroad and whether there was a trans-
formation aimed at reaching those achievements.
Conclusion
This study aimed to fill a research gap concerning the
lack of empirical studies that explore transformative
tourism experiences (Tasci & Godovykh, 2021), through
a comprehensive overview of these experiences from both
consumer and managerial perspectives (Amaro et al.,
2023), based on the framework of Packer and Ballantyne
(2016).
Consequently, valuable insights to design and develop
meaningful and transformative experiences focused on
promoting academic tourism are provided, through the
operationalizing of the concept of transformative tour-
ism experiences and their main dimensions.
Implications for Research
Firstly, the results revealed that transformation is multi-
dimensional (Fu et al., 2015), involving triggers, cogni-
tion and affect stimulations, and outcomes, which were
in various definitions employed in transformation
research (e.g., Brown, 2009; Pung, Gnoth et al., 2020,
Tasci & Godovykh, 2021). Moreover, a new dimension
was identified, focusing on intended achievements. This
new dimension aims to assist tourist and educational
providers in customizing experiences and delivering
enhanced value to academic tourists through transfor-
mative experiences (Pine, 2019). Most notably, it aids
them in focusing on their success and supporting the
achievement of desired outcomes (Bettencourt et al.,
2022).
Secondly, transformation can encompass both posi-
tive elements, such as novelties and gains, and negative
aspects like toils and pains. These activities or events
serve as triggers for experiences that have the potential
Figure 1. Conceptual framework for transformative tourism experiences targeting academic tourism.
10 SAGE Open

to be life-changing for academic tourists (Kirillova et al.,
2017a, 2017b; Tasci & Godovykh, 2021). Additionally,
transformation involves cognitive and affective stimula-
tions, which aligns with the findings of Tasci &
Godovykh (2021).
Thirdly, this study’s results demonstrate that transfor-
mation ultimately leads to behavioral changes, as
reflected in intentions, corroborating the findings of
Lean (2009), Pung, Gnoth et al. (2020), and Ulusoy
(2016). These behavioral changes are related to positive
outcome transformations, such as the desire to be more
environmentally friendly, solidary, or helpful, in line
with past research (e.g., Kirillova et al., 2017a, 2017b;
Pung, Gnoth et al., 2020; Ulusoy, 2016).
Fourthly, this study corroborates the findings of pre-
vious research, which suggested that certain types of
tourism are more likely to trigger transformative experi-
ences (Cavender et al., 2020; Roberson, 2018).
Specifically related to academic tourism, due to its
unique characteristics (Reisinger, 2013), this study con-
firmed the transformative experiences these tourists had
during their study abroad. This can be explained by their
extended stays, opportunities for local interaction, and
the inherent challenges faced at the destination, which
compel individuals to step out of their comfort zones on
various levels (Gardiner et al., 2013; Kosmaczewska &
Jameson, 2021; Tomasi et al., 2020). Moreover, exposure
to new environments and cultural contexts also contri-
butes to this phenomenon (Chwialkowska, 2020;
Roberson, 2018).
Above all, building on the work of Pine and Gilmore
(2014), Soulard et al. (2020), and Tasci & Godovykh
(2021), this study addresses a research gap related to the
lack of empirical studies that explore transformative
tourism experiences (Tasci & Godovykh, 2021).
Additionally, it provides a comprehensive overview of
these experiences from both consumer and managerial
perspectives (Amaro et al., 2023), aiming to operationa-
lize transformative tourism experiences, focusing on the
achievements, triggers, processes, and outcomes of such
experiences, particularly within the context of academic
tourism.
Implications for Practice
This study provides significant insights for educational
and tourism providers, and governments, to develop new
strategies for transformative tourism experiences target-
ing academic tourists.
By identifying the transformative travel achievements,
triggers, processes, and outcomes of academic tourists,
these stakeholders will be able to provide customized
experiences focused not only on academic success but also
on the well-being, self-actualization, and self-fulfilment of
academic tourists, encouraging personal and behavioral
changes (Bettencourt et al., 2022; Pine, 2019; Soulard
et al., 2020; Tasci & Godovykh, 2021).
This can be achieved by encouraging academic tourists
to explore and gather information related to the host
country and region, including language, customs, tradi-
tions, architecture, history, and gastronomy. Additionally,
providing opportunities for academic tourists to engage
with locals can help them discover the region, culture, and
residents in a more genuine way. Cultural exchange initia-
tives, such as ‘‘Christmas with host families,’’ have been
mentioned as one of the most emotional and memorable
experiences for academic tourists, as it allows them to get
in touch with local traditions, from gastronomy to beliefs,
by being guests in local families’ homes for the Christmas
holidays.
Other examples of initiatives that can promote trans-
formative travel experiences include the organization of
local volunteer communities, promoting international
gatherings between students or local communities, and
providing moments or activities of self-reflection, critical
thinking, and deep connections (for instance, by inspir-
ing them to write a diary, blog, or participate in courses
and teamwork that require cross-cultural immersion).
Academic tourists can also have a transformative travel
experience by engaging in other types of tourism, such as
couch surfing, eco-tourism, or adventure tourism.
Furthermore, the promotion of free courses in the
native language of the host destination can facilitate
closer contact with the population.
Limitations and Future Study
While this study has made a substantial contribution to
the scientific literature regarding transformative tourism
experiences for academic tourists, it does have its limita-
tions. First, it is qualitative and exploratory in nature,
rather than quantitative. Therefore, future research may
use survey data to gather additional evidence based on
the findings of this study.
Second, a longitudinal study is recommended to gain
a deeper knowledge of the long-term personal and beha-
vioral changes that result from such experiences, in order
to measure the self-actualization and self-fulfilment of
academic tourists and the positive effects generated on
society.
Third, it is important to consider that such tourism
experiences may increase the discomfort of academic
tourists, when they return home or the desire to live
abroad, potentially triggering tensions on a personal and
societal level. Therefore, future studies should also focus
Amaro et al. 11

on these negative outcomes, as the transformations are
not always positive, as this study has highlighted.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with
respect to the research, authorship, and/or publication of this
article.
Funding
The author(s) disclosed receipt of the following financial sup-
port for the research, authorship, and/or publication of this
article: This research will receive support from the University
of Coimbra- CEGOT. This research received support from the
Centre of Studies in Geography and Spatial Planning
(CEGOT), funded by national funds through the Foundation
for Science and Technology (FCT) under the reference UIDB/
04084/2020.
ORCID iD
Dina Amaro https://orcid.org/0000-0002-7755-4090
Data Availability Statement
The datasets analyzed during the current study are available
from the corresponding author on request.
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